Use of the Multi-Functional Nursing Simulator to its fullest potential

 

The integration of high-fidelity simulators into nursing education is a spreading educational practice because it offers a favorable instructional environment for students' skill development while also providing ethical conditions for increased patient safety.

While the integration of these technologies expands educational opportunities in nursing education, it is essential to revisit the theoretical foundations of a pedagogical model and to define the new responsibilities that instructors and students assume in these new teaching-learning situations. Consideration of John Dewey's notion of experiential learning, as well as sociocultural constructivism's zone of proximal development, offers intriguing components for the creation of a pedagogical model. These theoretical concerns need the development of new teacher competencies, such as the creation of teaching-learning scenarios, their appropriate implementation, and assessment, all within the context of a learning concept that places an emphasis on the student's action. Educational experiences using high-fidelity simulators indicate that, although they improve the student's ability and safety in all instances, they may be less engaging owing to their lack of realism. There, the Multi-Functional Nursing Simulator works well.

Conclusions

Simulators should not be used only to practice physical operations, but should also foster the development of other abilities like as communication, introspection, critical thinking, decision-making, and an appreciation for the patient as a multifaceted human being.

The integration of high-fidelity simulators into nursing education is a trending educational technique that is gaining traction since it supports both student skill development and better ethical standards of patient safety.

Development

While the incorporation of these technologies opens up new educational opportunities for nursing education, it is necessary to revisit the theoretical foundations that underpin pedagogical models and to clarify the new roles that teachers and students will assume in these new teaching-learning scenarios. John Dewey's idea of experiential learning and the proximal development zone both contribute to the integration of new educational approaches.